Map Quizzes Return! Friday, May 18 - Central Asia Afghanistan, Pakistan, Iran, Georgia, Armenia, Azerbaijan, Kazakhstan, Turkmenistan, Uzbekistan, Kyrgyzstan, Tajikistan, Russia practice quiz:https://online.seterra.com/en/custom.aspx?exerciseID=3167
Ongoing work for The ORAL HISTORY PROJECT
time will be given in class to work on the project; you may also need to work on it at home from time to time teams will be using a shared Google Drive folder to organize their information; this was shared by Ms. S on 4/10 via email
Each Team Needs to Create:
a timeline of your interview's life (as best as you can; pull from various sources)
brainstorm questions for your interviewee (any team member can add to your "Interview Question" google doc)
organize the brainstormed questions closer to your interview date (what order should they go in? if you have two interviewers when will they switch?)
assign mini-research topics to team members (For example, if someone is Unitarian-Universalist and they say that their religion impacts their involvement with refugees someone should research what is Unitarian-Universalism? If your interviewee was an asylum seeker someone should research what that means. Note: some topics have been researched by your classmates for the immigration project so feel free to check with me as an initial starting point for ideas).
complete the listening assignment for Thursday, April 12 (below)
continue reading about your interviewee on your own and add questions to the "Interview Question" google doc
Add any suggested reading about your interviewee to your "Research" google doc
Conduct initial research on your mini-research topic by Monday, April 16 and add significant info learned to the "Research" google doc (significant as in important for your interview)
Friday, May 11 -African countries roughly below the equator (including some countries where the equator goes through) Gabon, Republic of the Congo, Democratic Republic of the Congo, Uganda, Kenya, Rwanda, Burundi, Tanzania, Zambia, Malawi, Mozambique, Madagascar, Zimbabwe, Botswana, Angola, Namibia, South Africa, Lesotho, Swaziland,Mauritius, Sao Tome and Principe, Seychelles practice quiz: https://online.seterra.com/en/vgp/3163?c=4NRH4 blank map: https://online.seterra.com/pdf/africa-countries.pdf Friday, May 4 - African countries roughly above the equator Morocco, Algeria, Tunisia, Libya, Egypt, Western Sahara, Mauritania, Mali, Niger, Chad, Sudan, South Sudan, Eritrea, Ethiopia, Djibouti, Somalia, Central African Republic, Equatorial Guinea, Cameroon, Nigeria, Benin, Togo, Ghana, Ivory Coast, Burkina Faso, Liberia, Sierra Leone, Senegal, Gambia, Guinea, Guinea-Bissau practice quiz: https://online.seterra.com/en/vgp/3163?c=T8489 blank map: https://online.seterra.com/pdf/africa-countries.pdf For Friday, April 27 - East Asia, SE Asia, and Pacific Rim Australia, New Zealand, Vietnam, Thailand, Laos, Cambodia, Myanmar, China, Taiwan, S. Korea, N. Korea, Japan, The Philippines, Malaysia, Singapore, Mongolia, India, Nepal, Bhutan, Brunei, Bangladesh, Indonesia, East Timor, Sri Lanka, Maldives, Papua New Guinea); practice quiz (note - Australia and New Zealand are not on the quiz so please understand where they are located in relation to Asia):https://online.seterra.com/en/vgp/3167?c=9LT2Y For Monday, April 16 Please check your email to see if you have a message from me. Some of you have been given a permission slip that needs to be signed and turned into me. Everyone should put a little bit of time reading some of the research about your interviewee and contributing to the various documents (timeline, questions, etc). For Thursday, April 12 Spend 20 minutes listening to one of the following raw interviews (vs. produced documentary which is what we listened to in class). Which interview you listen to is your choice. All are part of the "Right to Marry" oral history project about gay marriage.
Pay careful attention to how the interviewee conducts themselves in the interview. How do the model (or not model) what is recommended in Doing Oral History? Nothing written required, but come prepared to discuss.
Note: The audio files are quite large so I placed them in this google drive folder which you should be able to access with this link.
https://drive.google.com/drive/folders/1HuneitIM6DGlxisatze2L4Ah3gnb4oE9?usp=sharing For Tuesday, April 10 - Spend 10 minutes googling the person you are going to interview. Note the URLs to share later with your team members. - Spend 20 minutes continuing to read chapter 3 in, Doing Oral History. Pick up where you left off in class and continue creating your "interview tips" list. Stop after 20 minutes. Whatever you have left should be read by Wednesday.
For Monday, April 9 (1) Sign up for a training for next week. www.SignUpGenius.com/go/4090949ADA828A6FD0-oral If possible, Team Leaders and Interviewers for the same team should sign up for the same training. If your schedules clash or you don't know this information yet then just attend a training on your own. Note: Technician Training will take place at WILL. Ms. Schoeplein will email those students with additional information (including a permission slip). (2) CHECK YOUR EMAIL by Sunday evening for an email from me. The email mail be sent sooner than Sunday.
(3) Permission slips due for Technicians (see email sent on 4/6).
For Wednesday, April 4: Project reflection due (hard copy due at the start of class). Requirements: Double-space; 12 pt Times New Roman font with 1-inch margins; 1.5 - 2 pages. Do not take up several inches at the top formatting your name, period, etc. Simply writing your name in the top right hand corner is fine.
The content of your reflection:
- Spend about 2/3s of the response reflecting on what you learned doing this project. I don't want you to recap your research. Let me say that again: I don't want you to recap your research. Instead, I want to understand how what you learned impacted you personally (and why)? What aspects of the research are memorable to you and why? What are you still struggling to understand and/or would like to learn more about? - Spend 1/3 sharing how you think you and your parter(s) worked together. What went well? What could have gone better? Was the work divided equally? If not, why not? Based on this team experience what would you do differently in the future when doing group work? Finally, what did you learn about conducting research? How did your research skills grow with this project? For Monday, April 2: Hard copy of annotated bibliography due at the start of class (one per group). Presentation Rubric that Ms. Schoeplein will use for grading:
work on project Period 4: Government Agencies (Lillian, Andy, Dominyq) Period 8: International Organizations (Andrew, Haley - moved to April 10)
Wednesday, 3/28
Presentations
Period 4: International Organizations (Anna,Yeowoon); Mexico (Ella, Ilana); Caribbean (Jake, Sally) Period 6: Government Agencies (Rowan, Nadir), Africa (Lara, Stefania), Vietnam (Izzy, Andy) Period 8:Government Agencies (Demitrius, Kiran), Vietnam (Angel, Lynette), El Salvador (Henry, Maxine)
Thursday, 3/29
Presentations
Period 4: Vietnam (Doren, Michael); Africa (Ryan, Alyssa); Middle East (Cadi, Erin) Period 6: Caribbean (Eliza, Dina), Korea/India/China (Akhil, Jake), Middle East (Zoey, Ronan, Serenity) Period 8: Mexico, Africa (Elias, Rithika). Middle East (Fatima, Bronwyn, Ethan)
Friday, 3/30
Presentations
Period 4: El Salvador (Zhaohan, Farah); DREAMERS (Lawrence, Ryland, Brooks); Korea/India/China (Kethan, Ian, Jonathan) Period 6: Mexico (Ivan, Lorenzo), DREAMERS (Amaya, Zahraa, Ariana), International Organizations (Noel, Soo, Elliott) Period 8:China/Korea/India (Elijah, Kevin), Caribbean (Madeleine, Aakash), DREAMERS (Eve, Vivia)
Monday, 4/2
TBA
Annotated Bibliography Due (everyone)
Tuesday, 4/2
TBA
no homework
Wednesday, 4/4
Project Reflection Due
On the day your group presents you will need to turn into Ms. Schoeplein: (1) your slides (2) your script and/or notes for the presentation. One person in your group should be responsible for giving these items to me (either hard copy or electronically).
Cultural Experience Reflection Instructions (hard copy due 3/14)
Project Reflection Instructions (will be posted after spring break) For Monday, March 5 Pakistan outline map due. This was passed out in class, but it is also below. This is an independent assignment. Please do alone. Label the following on the map. You don't have to, but you may want to use different color pencils. You should find your own (reliable) source to complete this assignment.
COUNTRIES (label on the map): Afghanistan, China, India, Turkmenistan, Tajikistan (you don't have to label Pakistan because I want you to put these other things on that map) CITIES (mark with a circle and label): Karachi, Islamabad, Lahore,Mingora, Peshawar, Abbottabad, Kabul (Afghanistan), New Delhi (India) WATERWAYS: Arabian Sea, Indus River, Swat River (draw these rivers onto the map and label them) MOUNTAINS (label and draw /\ /\ /\ /\ ): Hindu Kush, Himalayas, OTHER: Khyber Pass, Indus River Valley Civilization (shade this in lightly at the very end and label), Kashmir Region (shade this in lightly at the very end and label) PROVINCE: Khyber Pakhtunkhwa (shade this in lightly at the very end and label; the "Swat Valley" is located in this Pakistani province)
For Tuesday, February 27
Read the "Project Overview" handout and the "research expectations" handout for your assigned project category. All documents are attached below. Assigned project category documents are posted as both PDF and Word documents.
We will be in the library MONDAY, TUESDAY, and WEDNESDAY this week. For Monday, February 26
Read the "Project Overview" handout and the "research expectations" handout for your assigned project category. All documents are attached below. Assigned project category documents are posted as both PDF and Word documents. Come prepared on 2/26 to dive into research!
Immigration Project Handouts:
Project Overview (everyone- includes details about the cultural experience assignment):
Vietnam: Doren/Michael (Per. 4), Izzy/Andy (Per. 6), Angel/Lynette (Per. 8) Cuba/Haiti: Jake/Sally (Per. 4), Dina/Eliza (Per. 6), Madeleine/Aakash (Per. 8) Middle East: Cadi/Erin (Per. 4), Ronan/Serenity/Zoey (Per. 4), Ethan/Fatima/Bronwyn El Salvador: Farah/Zhaohan (Per. 4), Maxine/Henry (Per. 8) Africa (Sudan, Somalia, & DRC): Ryan/Alyssa (Per. 4), Lara/Stefania (Per. 6), Rithika/Elias (Per. 8) Mexico: Ilana/Ella (Per. 4), Lorenzo/Ivan (Per. 6), Ekam/Isabel (Per. 8) Korea, India, & China: Jonathan/Ian/Kethan (Per. 4), Jake/Akhil (Per. 6), Elijah/Kevin (Per. 8) For Tuesday, February 20
Email me your preferred oral history project role. Please see Ms. Schoeplein's email from 2/16. For Friday, February 16
"Middle East" Map Quiz. You will need to know the location of: Egypt, Turkey, Lebanon, Syria, Israel, Palestine (or Palestinian Territories - see note below), Jordan, Saudi Arabia, Yemen, Oman, United Arab Emirates, Qatar, Bahrain, Kuwait, Iraq, Iran, Afghanistan, Pakistan
Note - technically speaking, the region called the “Middle East” is situated in Southwest Asia (except Egypt which is located on the continent of Africa and Turkey which is mostly in SW Asia, but also partially in Europe). “The Middle East” is a term from colonial times (late 1800s). At other times in history, parts of this region have also been called "The Near East" and "The Levant,"
A few other notes - beware of the Sinai Peninsula! It is a part of Egypt, but on a blank map it looks like it is its own country. Also note that I have included Afghanistan and Pakistan on the quiz (but they are not in white on this attached map below). They may pop up again, but I want you to understand where they are in relation to these countries. Later this spring you will be reading I Am Malala in English class. Ms. Rodems and I will be working together on this unit. Please note that countries mentioned in that book are a part of this quiz. Hopefully, when you read the book, you can picture the geography a bit better. (And, when we do that unit, we'll study the region more closely). Good luck!
For Thursday, February 15
By the time class starts on Thursday you should have finished reading Part II (pages 27 - 32) and all of Part III. Wednesday will be an in-class reading day, but whatever you don't finish is homework for Thursday.
While reading, create a timeline (list form) of any immigration/refugee legislation mentioned. Ms. Schoeplein will pass out a timeline in class as a starting point. You may use it as a model.
Note the following:
- the name of the Act
- the year it was passed
- the significance of the act (what did it do? what was the impact of the act?)
This timeline will be checked on Thursday.
The reading is attached here (and the starter timeline in case you were absent).
The rest of Europe map quiz. Students will need to identify the following countries on the map attached below. I created a custom online map quiz for you, too. Countries on the quiz: Albania, Austria, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Estonia, Greece, Hungary, Kosovo, Latvia, Lithuania, Macedonia, Malta, Moldova, Montenegro, Poland, Romania, Serbia, Slovakia, Slovenia, Ukraine, Russia, and Turkey. Note: Geographically speaking, Russia and Turkey are mostly in Asia. But, a part of both countries lie in Europe. When you study European history Russia and Turkey will come up so please go ahead and learn their location for this quiz. They may also appear on a later quiz.
For Thursday, February 8
Read the attached CHOICES reading starting with THE COLD WAR (page 22) and ending on page 28 before "Immigration in a Diversifying United States". No written work required, but make sure you bring your study guide to class (we will work on it together on Wednesday). Note: The study guide can be found on the reverse side of the study guide you did last week. There will be no homework for Thursday.
For Wednesday, February 7 (optional)
Check out the websites above (see top of this page) to look at photos from Japanese internment camps. For Tuesday, February 6
Read the following excerpt from Farewell to Manzanar, Jeanne Wakatsuki Houston's memoir about her experience in a Japanese internment camp. We will be discussing it in class on Tuesday. You may want to keep a list in your notes of questions you have or things you find interesting so we can have a good discussion. Update: You may stop at page 19 and I will give you 12 minutes in class tomorrow tomorrow to read the rest. If you think you will need more than 10 minutes please read a bit more this evening. Farewell to Manzanar excerpt:
For Monday, February 5 (1) Watch fifteen minutesof the Jewish-American Experience video to learn more about FDR's decision to establish the War Refugee Board (and the scandal at the State Department which had been denying Jewish visas). Specifically, watch from minutes 1:31:28 to 1:46:37. Video link:https://www.youtube.com/watch?v=C73ef5agnPA
Note: You may wish to watch more beyond what I indicated above, but I do caution you that there are difficult images from the concentration camps starting around 1:47:20.
(2) Time for some hopeful stories! "... we must know these good people who helped Jews during the Holocaust. We must learn from them, and in gratitude and hope, we must remember them." Elie Wiesel (Noble Peace Prize winner, author, and Auschwitz survivor). Read the two attached PDF stories of every day people who helped rescue Jews. No written work required.
For Friday, February 2 Western Europe map quiz. (For your sanity, we will do Western Europe on 2/2 and Eastern Europe on 2/9). Students will need to identify the following countries on the map attached below: Andorra, Belgium, Denmark, Finland, France, Germany, Iceland, Ireland, Italy, Liechtenstein, Luxembourg, Monaco, Netherlands, Norway, Portugal, San Marino, Spain, Sweden, Switzerland, United Kingdom, and Vatican City.
For Wednesday, January 31 We will be talking about the St. Louis on Wednesday. To prepare for class please read the following article from the United States Holocaust Memorial Museum. While reading the article keep a running list in your class notes of "Reasons Cuba and the United States did not accept the St. Louis Refugees." These will not be turned in (but I will spot check them in class) so you can just keep them as part of your notes for this unit.
For Friday, January 26 South America map quiz. Students will need to identify all countries on the map attached below. Students may wish to practice using this hard copy map and/or online tools such as: https://online.seterra.com/en/vgp/3016
For Friday, January 19 North America and Central America map quiz PLUS the following Caribbean island countries: Cuba, Haiti, Dominican Republic, and the U.S. territory Puerto Rico. Students will need to identify all countries on the map attached below. Students may wish to practice using this hard copy map and/or online tools such as: https://online.seterra.com/en/vgp/3015
For Tuesday, January 16 Come to class prepared to share information about where your relatives/ancestors came from before coming to what is now the United States (including forced migration). Try to also find out why they came here. Some of you may have American Indians in your family history. If this is true for you, try to find out where those ancestors lived (geographically). If your family has come to the United States fairly recently I encourage you to find out if there had been any movement within the home country or region before coming to the United States. (For example, your mom may be from Mexico City, Mexico, but her father may be from Guatemala and her mother may have been from a different part of Mexico - why did they move to Mexico City?)
You do not need to do extensive research for this assignment. You may wish to talk to family members to learn what they know. It is possible that there is very little information (or more information about one branch of your family). Just do you best. For Friday, January 12 U.S. map quiz (15 minutes). Students will need to identify all 50 states and the District of Columbia on the U.S. map attached below. Students may wish to practice using this hard copy map and/or online tools such as: https://online.seterra.com/en/vgp/3003 https://www.sporcle.com/games/Matt/find_the_states
For Thursday, January 11
Read the attached document for class on Thursday. You will have some time in class on Wednesday to read it, but whatever you don't finish will be homework. We will be doing another CHOICES unit - this one is called "Immigration and the U.S. Policy Debate." This reading cover U.S. immigration history through WWI. You do not need to so any written work for Thursday - only reading.
For Thursday, December 21 - by noon All students must complete the following survey about Model Congress by noon on Thursday, December 21. The survey will count for 15 points and will be graded in the following way: 15/15 if completed on time and with thoughtful answers for most questions (A) 13/15 if completed on time, but with so-so answers (B) 0/15 if not completed on time (F) For Monday, December 18 There will be a twenty-minute QUIZ on Monday, 12/18 about How A Bill Becomes a Law.
On the quiz, I will be asking you to flowchart the process as well as some questions about the process. I advise you to not just memorize the process, but to understand it. Our simulation should be helpful since you followed this process in class.
I want you to know the following:
Bill idea (anyone can have an idea) -->
Bill is introduced in the House or the Senate by a member of Congress (bills may originate in either chamber EXCEPT for "revenue bills" - bills about taxes - which must originate in the House) -->
Bill goes to COMMITTEE where hearings may be held; the bill can be PASSED, KILLED, or AMENDED
If passed, the bill goes to the FLOOR where it may be PASSED, KILLED, or AMENDED
The bill needs to go through both the House and Senate. It can do so at the same time, but more than likely the timelines don't totally match up. When the bill goes to the other chamber, it must go through the same steps as above. If it passes the floor in the other chamber and the bill is different then it needs to go to a conference committee (made up of House and Senate members of both parties) for one bill to be created.
After the conference committee approves bill, it must go back to the House and Senate floor to be passed again.
If the bill passes then it is sent to the President who has four options:
sign it into law
ignore then bill and after 10 days it becomes a law
ignore the bill knowing that Congress will adjourn before 10 days are up and, therefore the bill will die (pocket veto)
veto the bill
If the President vetoes then the House and Senate may try to override the veto with a 2/3 vote in both chambers
Other things to know for the quiz:
- the majority party also chairs the committees and more people on the committee
- a simple majority is needed on committee and on the floor to advance the bill
- while the Republican currently controls the White House, Senate, and House of Representatives that does not have to be the case.
- the bills we passed are called authorization bills which authorize the bill's idea; the actual funding of the bill happens in the appropriations process
Here is the flowchart I passed out in class although note that I am asking you to know a bit more than what is on the flowchart (see above).
Extra info that may be interesting or came up in class today, but won't be on the quiz:
For the purposes of the quiz, I want you to learn the conference committee step above - the idea that a committee is formed of members from the House and Senate of different parties to come up with a final bill. However, here is a video about "what really happens." THIS WILL NOT BE ON THE QUIZ, but you may find it interesting. When you click on the link scroll down in the article to the embedded video where it says:
In Period 4 Ryland asked me about the election of the Speaker of the House. I probably should have let everyone vote on the Speaker. I'm sorry. The Speaker is usually the majority party which is why I did it this way. According to the Office of the Clerk of the U.S. House of Representatives' Frequently Asked Questions page:
"2. How is the Speaker of the House elected? Article I, Section 2 of the U.S. Constitution states, "The House of Representatives shall chuse their Speaker and other Officers."
Although the Constitution does not require the Speaker to be a Member of the House, all Speakers have been Members.
When a Congress convenes for the first time, each major party conference or caucus nominates a candidate for Speaker. Members customarily elect the Speaker by roll call vote. A Member usually votes for the candidate from his or her own party conference or caucus but can vote for anyone, whether that person has been nominated or not.
To be elected, a candidate must receive an absolute majority of the votes cast—which may be less than a majority of the full House because of vacancies, absentee Members, or Members who vote "present." If no candidate receives the majority of votes, the roll call is repeated until a majority is reached and the Speaker is elected.
View historical facts about Speakers of the House.
For more information on the current Speaker, visit the Speaker’s website."
For Monday, December 11
Students should read the email from Ms. Schoeplein titled "Model Congress Floor Debate Directions" sent on 12/8 and come prepared to class on Monday ready to do floor debates.
- This means if your bill passed committee you need to know your bill very well (including approved amendments) because your classmates will only be listening to your bill. They will not be reading your bill (we won't be using laptops).
- Please remember that you will have a participation grade for Model Congress. My expectation is that you will be focused, an active listener, and participate.
Model Congress leaders have some additional work to do before Monday. Please see my 12/8 email to you. For Wednesday, December 6 Final Bill DUE. The following was shared in an email, but here it is again.
This is how we’re going to turn bills in tomorrow.
Bring in a hard copy of your FINAL BILL – printed and stapled but with your draft bill and peer feedback forms either stapled or paper clipped to the final bill - I will have paperclips available in class. This copy is what I will grade.
The second copy is a virtual copy and it is what we will use the in the Model Congress simulation. You need to also cut and paste your bill from Word and transfer it to a Google Doc and share it with me. To do that, I please do the following.
In Word for to the EDIT tab and choose “Select All” (or do Command A)
This will highlight everything. Next go to the EDIT tab and COPY the document (Command C)
PASTE the entire document into your Google Doc
Give your Google Doc the following title: “FIRST NAME_BILL TITLE” (for example “Melissa_Save the Whales Act”
On Wednesday, we will also have our political our party caucuses (meetings). Democrats and Republicans – You will need to select your leadership during this meeting. I encourage you to consider running for a leadership position. It means that you will help run the Model Congress. We will be selecting the following leaders. If you decide to run you will be asked to give a 2-3 minute speech (either spontaneous or prepared) about what your leadership style will be and why your classmates should vote for you. DEMOCRATS
Speaker of the House – the Speaker will be the top student leader of the simulation. He/she will work closely with Ms. Schoeplein to run the Model Congress.
Majority Leader – this student will assist the Speaker of the House and will help with party strategy.
Majority Whip – this student will assist the Speaker of the House and will help with party strategy.
REPUBLICANS
Minority Leader – this student will be the top leader for the minority party.
Minority Whip – this student will assist the Minority Leader and will help with party strategy.
Independents – you will need to decide who you’d like to caucus with although it will be up to that party to decide whether or not you can participate in the meeting. However, you may not run for a leadership position. Good luck! Ms. Schoeplein For Monday, December 4
Draft bill due. Bring a hard copy to class of your draft bill. You will receive a completion grade for having a draft bill. Any homework not printed out by the time the bell rings indicating the start of class will lose points.
OPTIONAL: Would you like to meet with me one-on-one to discuss your bill before it’s due next Wednesday? If so, please sign up for a time slot:
Bill instructions, template, and sample may be found on the library project page
END NOTE INSTRUCTIONS:
To cite something use the "References" tab in WORD and then click on "Insert Endnote." You should do this at the end of a sentence right after the period. It will take you to an end note section where you should then create your citation using MLA formatting. For Monday, November 20
Complete the Congressional District Analysis worksheet. Print out and bring to class.
For Thursday, November 16
For Wednesday your assignment is to learn about your political party. See specific instructions below. And, this power point reminds you of your party assignment.
2. Skim the table of contents and identify two topics in the platform that interests you. Read further about these issues.
Come to class prepared to discuss the following:
What did you learn about the values of your party? What is important to your party according to the platform? What did you learn about the issues you focused on and the Democratic Party's stance on these issues?
Republicans
1. Read the preamble of the Republic Party Platform (pages i-ii)
Go to this website and click on full party platform to read the platform.
2. Skim the table of contents (page iii) and identify one topic in the platform that interests you. Read further about that topic.
Come to class prepared to discuss the following:
What did you learn about the values of your party? What is important to your party according to the platform? What did you learn about the issue you focused on and the Republican Party's stance on these issues?
For Wednesday, November 15
Fill out the Model Congress Student Survey BEFORE 9 am on 11/15. Do not take the survey until after class on Tuesday (please wait for instructions).I also ask that students consider representing a view point other than their own. Not everyone needs to do this, but it will be a more interesting simulation if we have a balanced Congress. Period 4 Period 6 Period 8
For Tuesday, November 14 Finish and bring in the unit evaluation (passed out in class after the test).
For Monday, November 13
BILL OF RIGHTS TEST
What do I need to study?
- Students should know amendments 1-10 of the Bill of Rights. You will not need to write the amendments word for word, but you should recognize them and be able to understand what topics are covered by which amendment.
- Students should also be familiar with the following vocabulary
judicial review
free exercise clause
establishment clause
probable cause
exclusionary rule
in loco parentis
self-incrimination
double jeopardy
due process
I would also like you to know the outcome/significance of the following cases. The dates are only provided to give historical context. You are not expected to memorize the dates. You are also not expected to memorize the nitty gritty details of the case. Know the basic outline of the case (ex. a man, protesting United States policies, burned a flag and was arrested. Is it constitutional to burn an American flag? The court ruled that flag burning is protected as free speech under the first amendment).
I recommend using www.oyez.org to brush up on the cases.
Tinker v. Des Moines (1969)
Miranda v. Arizona (1966)
New Jersey v. TLO (1985)
Texas v. Johnson (1989)
District of Columbia v. Heller (2008
For Thursday, November 9
Read the following article from Time magazine. It may not seem related to the Bill of Rights, but on Thursday we will be looking at cases involving juveniles so I want you to know a bit about the teenage brain. You only need to read; no written work is required.
For Wednesday, November 8
In preparation for our discussion about the 2nd amendment, read the attached report from the Pew Research Center about public opinion and gun policy. This report is from August 2016 and focuses on Trump and Clinton supporters. While it is over a year old, it is a good snapshot of the different views Americans hold.
Note two statistics that you found interesting. Jot these down.
Be ready to share and to explain why you chose those statistics in class on Wednesday. You do not need to write your explanation down unless you're worried you'll forget.
For Thursday, November 2
Read the opinion piece "Living with the Surveillance State" by Bill Keller published on June 16, 2013 in the New York Times (posted below).
This opinion piece is written after Americans learned that following 9/11 the National Security Agency created a wide scale global surveillance programs using search and seizure strategies which many people believe were constitutionally questionable. The American people learned about the NSA surveillance program in 2013 after an American man named Edward Snowden leaked classified information about the program and shared documents with news agencies (documents he was unauthorized to share). Snowden has been charged with stealing government information and with violating the Espionage Act. He is now seeking political asylum in Russia. Some people consider Snowden a Hero and others a Villain.
This article was written soon after Snowden leaked the information and it became public. It is less about Snowden's actions (you can find plenty of articles about that on the Internet) and more about the information he leaked. In the article, there may be some words or concepts in this reading that you don't understand. Please note those things and we can go over them tomorrow.
Assignment:
After reading the article, write down (handwritten or typed) answers to these questions for Thursday's class.
What are some examples of the “surveillance state” that Mr. Keller is concerned about? You may list these.
Do any of these examples make you concerned as well? Why or why not? Please write a paragraph.
Note - extra day added for in-class work! For Thursday, October 26, Friday, October 27 and Monday, October 30
For Thursday - spend 30 minutes on your own learning about your case. For Friday and Monday-
Each group will have ten minutes to teach their classmates about your assigned case. You may decide HOW you teach your classmates, but you must be sure to include the following: - The facts of the case. - Any historical context that would be useful to understand. - The question before the court. - The court's decision. - The significance of the case. Why should we care? - An opportunity to discuss the case.
Guidelines for the presentation:
- each group member must participate
- you should provide some opportunity for your classmates to weigh in about the case (HOW you do this is up to you)
- you should be engaging (project your voice; make eye contact; be confident about the information you're sharing)
- If you decide to use the projector (although this is not required) your slides should have minimal words (slides should be used to enhance your presentation, NOT as a place to put all of your notes for you to then read to us)
It is recommended that you read some of the majority opinion and dissenting opinion to better understand the case. You may want to select a few quotes from the opinions to share with your classmates.
Tuesday: work day (please use your in class time well) Wed - no school Thursday: work day Friday: student-led lessons Period 4: Erin, Doren, Ryan, Zhaohan, Brooks, Michael, Andy, Kethan, Sally, Yeowoon, Ian Period 6: Ronan, Jake, Ivan, Eliza, Zoey, Lara, Amaya, Nadir, Serenity, Soo Period 8: Fatima, Haley, Isabel, Kevin, Aakash, Elijah, Madeleine, Ethan, Ekam Monday: student-led lessons Period 4: Ryland, Dominyq, Farah, Alyssa, Ilana, Jake, Lillian, Anna, Cadi, Ella, Lawrence,Jonathan Period 6: Elliot, Akhil, Izzy, Dina, Noel, Ariana, Zahraa, Stefania, Rowan, Andy, Lorenzo Period 8:Vivia, Andrew, Rithika, Maxine, Lynette, Kiran, Elias, Demetrius, Henry, Angel, Eve, Bronwyn
Due on Monday: Turn in a hard copy annotated bibliography (MLA format; submit one per group). The bibliography should be in alphabetical order. After each entry write 2-5 sentences about the source (this is the "annotation" part; annotation means a note of explanation). Your annotation should focus on: - How did you use this source? What information did you glean from it? - Why did you decide the information in the source is reliable? For Monday, October 23
1. Choose a religious liberty case from this list that interests you. Make sure that it is one that we did not talk about in class today (as a reminder, those cases are below). https://billofrightsinstitute.org/cases/
2. Go to the following website to learn more about your case (put the name of the case in the search bar and the year to get the correct case; for example put "Reynolds v. United States 1879" in the search bar if that is the case you chose. Make sure when the search items come up that you choose the correct case and year! https://www.oyez.org
3. Write down the following:
- In your own words, summarize the facts of the case.
- Quote the question before the court.
- In your own words, summarize the decision.
- Provide the vote.
- Write a few sentences about why this case interested you (why did you choose it?). What did you think about the outcome? What are you curious about?
In class we considered the following cases (so don't choose these): Engle v. Vitale, Lemon v. Kurtzman, Wisconsin v. Yoder, Thornton v. Caldor, Edwards v. Aguillard, BOE of Westside v. Mergens, Employment Division v. Smith,
Periods 6 and 8 also did: Santa Fe v. Doe, McCreary County v. ACLU (so Period 4 may choose these cases for homework if you wish) For Thursday, October 12
Constitutional Scavenger Hunt due.
The expectation is that you are ONLY CONSULTING the Constitution of 1787 as a source for completing this scavenger hunt. You may also talk to me if you have any questions. Please don't google looking for the answers. We are practicing working with primary sources. I know primary sources are challenging, but that is part of the point. I have the Constitution I want you to consult linked below and I have copies in class.
You may, from time to time, have time in class to work on it. But, you will probably need to work on it outside of class as well. If you want, you may work on it with one other person outside of class (and they don't need to be your in class partner).
Simulation day!Come prepared!
- Come prepared and ready to go!
- Your prep sheet will be collected at the end of Tuesday's class.
- Everyone must have one prop (your choice).
Simulation Timeline: 5 minutes (set up and get food) 3-5 min Option Group One states their case 5 min Questions from concerned citizens 3-5 min Option Group Two states their case 5 min Questions from concerned citizens 3-5 min Option Group Three states their case 5 min Questions from concerned citizens 10 min Free debate: groups may address each other
THANK YOU to the following students for signing up to bring food/drink. I will make sure we have cups and napkins. You may drop your items off by my office (214) on Tuesday morning if you don't want to keep it in your locker. If I am not there just leave it on my desk. My desk is the one with the red chair right when you open the door. Please somehow put your name on it so I know which period it is for.
Period 4: Dominyq, Erin, Ella, Yeowoon, Lillian
Period 6: Akhil, Elliot, Isabel, Ariana, Stefania, Serenity, Lara, Jake, Zahraa, Amaya, Nadir
Period 8: Kevin, Isabel, Elias, Eve, Bronwyn, Madeleine, Aakash, Andrew, Rithika, Haley (maybes include Angel, Maxine, Fatima, Demetrius, Vivia, Ekam - although we have plenty of people bringing things so maybe bring something another time? It's up to you) For Monday, October 9
Finish your preparation sheet for the simulation. Do not spend more than thirty minutes on this at home. If it is not 100% completed by class on Monday that is okay, but please get as far as you can get. Monday will also be a prep day in class and option groups will collaborate about their position.
OR, if you finished your simulation prep sheet in class, you may want to work a bit on the Constitution Scavenger hunt this weekend (due on Thursday). For Wednesday, October 4
Read the attached reading (all of it) and do your assigned questions on the "Advanced Study Guide" (passed out in class on Monday AND on it is the last page of this document).
Everyone should do question #1 plus the following assigned questions:
Questions 2 and 4: Period 4: Illana, Jake, Ian, Farah, Alyssa, Ryland, Sally, Ella, Cadi, Dominyq, Doren
For Monday, October 2 We will be starting a new unit on the Constitution and the Bill of Rights.
For Monday, read the attached reading (all of it) and do your assigned questions on the "Advanced Study Guide" (passed out in class AND on it is the last page of this document).
Assigned Questions for the Advanced Study Guide (this means you only need to do these questions for Monday): Questions 1 and 6:
Period 4: Ilana, Jake, Ian, Farah, Alyssa, Ryland, Sally
Period 6: Jake, Noel, Lara, Serenity, Isabel, Andy, Ariana
Period 8: Lynette, Haley, Henry, Eve, Aakash, Ethan, Madeleine Questions 2 and 4:
Period 4: Ella, Cadi, Dominyq, Doren, Brooks, Zhaohan, Michael, Jonathan
Period 6: Rowan, Akhil, Nadir, Zoey, Dina, Stefania, Elliot
Period 8: Fatima, Maxine, Ekam, Rithika, Kevin, Isabel, Demetrius Questions 3 and 5:
Period 4: Lillian, Lawrence, Kethan, Andy, Yeowoon, Anna, Ryan, Erin
Period 6: Ivan, Eliza, Soo, Amaya, Zahraa, Lorenzo, Ronan
Period 8: Bronwyn, Kiran, Elijah, Vivia, Andrew, Angel, Elias
1. Go to the website: https://www.allsides.com/ 2. Choose an issue that interests you (either from the homepage or using the search function). 3. Read a LEFT, CENTER, and RIGHT article about the issue. Make a note to yourself which three articles you read so you can easily access them in class on Wednesday for the next part of the assignment.
We will be using laptops this week so please be sure your has enough juice by the time class meets. Of course, you may also plug it in.
For Monday, September 24
1) Spend some time this weekend looking at a news source of your choice. Note what current events interest you. Why?
2) How have your teachers in the past done current events successfully (or unsuccessfully) in the classroom? Come to class with some ideas about how we could do current events. Everyone will be asked to share one idea with Ms. Schoeplein.
You do not need to write anything down, but if you're worried you may forget this information by the time class meets then jot a few notes to yourself on pen and paper.
If you were absent for any of the days we looked at media milestones here is the Power Point. I encourage you to look at it, but there is no need to take notes. We will be doing an assignment next week for this unit vs. a quiz or test.
Use the interactive data bars on the left to explore the data (choose a media source from the drop down menu of the left and explore the audience profile).
Be ready to discuss in class on Thursday something that you found interesting (if I call on you, what will you say?). And, of course, be sure to be able to explain WHY it was of interest to you. No written work required. For Tuesday, September 19
Uni History Project Reflection
Write a thoughtful, specific reflection to each of the following questions. A quality reflection should take at least thirty minutes to write.
Format:
This assignment needs to be typed.
It should be two pages, double spaced, Times New Roman, 11 point font.
Your name and period need to be in the upper right hand corner.
It needs to be ready to turn in by the time the bell rings on Tuesday.
Questions:
1. For this project, you did research and presented on a specific era in Uni’s history. You also sat through presentations about other time periods. For you personally, what stands out about Uni’s 96 year history? What did you find interesting and why?
2. What primary sources did you consult for this project? (You don’t have to give a formal citation, but be sure to list everything you looked – for example: yearbooks, Gargoyles, newspaper clipping, etc).
3. What did you learn about primary source research? What are the opportunities? What are the challenges?
4. You have now been a Uni student for five weeks. What do you like about your Uni experience? What are you finding challenging?
For Thursday, September 14 and Friday, September 15
Uni History Project Presentations will take place in class on these dates. 1920s, 1930s, 1940s, 1950s, 1960s will go on Thursday. 1970s, 1980-1995, and 1995-2010 will go on Friday.
Your next homework assignment will not be due until Tuesday, September 19. It will be explained in class on Friday.
For Tuesday, September 12th
Uni Archive Project NOTE GUIDE is due. Full instructions may be found on the NOTE GUIDE.
On Tuesday, bring a HARD COPY to class (that means if you decide to type you need to print it out BEFORE class begins). You will have time in class on 9/7, 9/8, and 9/11 to work on this note guide as well as three nights of homework time (I am counting the weekend – Fri, Sat, and Sun - as one night).
NOTE: I am still requiring Section IV "early school administrators" because it mentions a lot of Uni curriculum milestones. You DO NOT need to keep track of specific administrators (principals/directors) on your timeline. Instead, please skim this section for other important information (curriculum, school clubs, etc) to include on your timeline.
Some things mentioned in the history span more than one decade or are vaguely referred to as "in the 70s." When this happens please fine a way to note it on your timeline even though you don't have an exact date.
I recommend that you start by skimming the website (which you should have already read for homework last week) and noting each time your decade is mentioned and why. Then create your timeline (for example 1920-1929) and plot and label the different years you have information for in chronological order (you "label" should just be a brief summary of what happened of importance during that year).
This timeline does not need to be beautiful, but you do need to be able to read it easily. It should give you a sense of a few things that happened during your time period.
Instructions for the entire project (handed out in class) may be found here:
Cross country runners who missed class on Thursday: all you need to do is this homework for Tuesday. You don't need to make up any other work.
For Thursday, August 31
For class on Thursday, read section IV "Early School Administrators," section V "Recent Administrators," section VI m"Shifting Student Profiles, Programs," and VII "Some Uni Traditions" from the following secondary source about Uni's history: http://www.uni.illinois.edu/about_uni/preface.shtml For Wednesday, August 30
Our next mini unit will be looking at Uni's history.
For class on Wednesday, read section I ("Prep School Origins"), section II ("The Uni High Era Begins") , and section III ("The Best Laid Plans") from the following secondary source about Uni's history: http://www.uni.illinois.edu/about_uni/preface.shtml
Note: any time there is reading, but no written workthere is the possibility of a reading quiz. This quiz is not meant to be hard - it should be easy to do if you did the reading. No additional studying is required beyond reading what I've asked you to read.
For Monday, August 28
Read the source you have been assigned (passed out in class). Answer the following:
1- UNDERSTANDING THE AUTHOR'S POSITION: In your own words, what is the author's position on whether or not confederate monuments should be removed?
2. UNDERSTANDING THE AUTHOR'S ARGUMENT: Create a chart of the reasons why the author think what he/she thinks. See below.
Explain the author's reasoning in your own words.
Select the quote that shows this position (there may be more than one quote - just select one)
For Friday, August 25
Finish the free write we began in class. It should be about 3/4 to one page single spaced. Make sure your name and period are in the top right hand corner. Print out and bring to class on Friday. You may also hand write the assignment.
Prompt: Based upon your responses to the issues on the worksheet, what conclusions can you draw about who and what have been the specific “agents of political socialization” in your life so far? Why do you think these agents have been influential (be specific). Are you a “black sheep” in any way and, if yes, how did you form these different beliefs and values? Of the issues we’ve talked about what is an issue you’re conflicted about? Why? Can you identify the viewpoints that are clashing? Did anything surprise you about this exercise? If so, what and why? For Wednesday, August 23
Thoughtfully fill out this personal information sheet (attached below) for me and turn it in on Wednesday. You may either print it out and hand write it or you may type it (and then print it out). I will also have hard copies in class on Tuesday if you want to get a blank copy from me. Note: This information will be held in confidence. It is only intended for me. Thank you!
Read this "Eclipse History" article on the NASA website and come prepared to discuss in class (note: this article ends with the photo of Einstein and Eddington on the bench). You DO NOT need to print out the article or write anything. Just read it!
For Friday, August 18
Current Events Assignment:
Choose one of the following national newspapers:
www.washingtonpost.com www.nytimes.com
- Go to their home page. - Read 2-3 articles that catch your eye. - Choose the article you find the most interesting. - Print out the article. - Re-read it. While you are reading it underline the information you find especially interesting and highlight the information you don't quite understand. - Afterwards, write a ½ page response (typed or handwritten and if typed please make it single spaced) which includes the following:
Why did you find this article interesting?
Is there anything you don’t understand in the article (a concept; a reference; a vocabulary term)?
What questions do you have now that you’ve read the article? (Practice curiosity - if you could be the reporter who does the follow up article what would you want to ask?
If you were to discuss this article with your classmates, what would you want to discuss? (Create a discussion question)
What was the headline of the other article(s) you read?
- Print out your response and bring it into class on Friday. Be sure your name and period are on the top right corner and staple your article to the response.
Social Studies Ms. Schoeplein
We, the Intro to Social Studies classroom community, commit to the following classroom culture so that we can all learn (and survive and be happy):
HOMEWORK
oral history project evaluation link (due Friday, May 18)http://www.pbs.org/video/why-is-there-a-north-and-south-korea-u2leab/
and social studies class
all OHP assignments due
social studies class
(no class)
(no class)
subbie social studies in
DCL 1320 from 11:30 - 1:15
for final combined class
(no exam!)
Oral History Project: Transcribing/Proofreading/Story Selection/Project Evaluation Assignments
Final Due Date for all: Friday, May 18
pacing suggestion: complete transcribing and second assignment by 5/11 & story selection by 5/16
Period 4 directions and assignment status chart
Period 6 directions and assignment status chart
Period 8 directions and assignment status chart
Due Thursday, May 17 - Oral History Project reflection paper
(Week of May 11 - rough draft due in English; attend a Writing Center session for feedback (May 2, 9, or 16)
Map Quizzes Return!
Friday, May 18 - Central Asia
Afghanistan, Pakistan, Iran, Georgia, Armenia, Azerbaijan, Kazakhstan, Turkmenistan, Uzbekistan, Kyrgyzstan, Tajikistan, Russia
practice quiz: https://online.seterra.com/en/custom.aspx?exerciseID=3167
Ongoing work for The ORAL HISTORY PROJECT
time will be given in class to work on the project; you may also need to work on it at home from time to timeteams will be using a shared Google Drive folder to organize their information; this was shared by Ms. S on 4/10 via email
Each Team Needs to Create:
Each Individual Student Needs To:
Friday, May 11 - African countries roughly below the equator (including some countries where the equator goes through)
Gabon, Republic of the Congo, Democratic Republic of the Congo, Uganda, Kenya, Rwanda, Burundi, Tanzania, Zambia, Malawi, Mozambique, Madagascar, Zimbabwe, Botswana, Angola, Namibia, South Africa, Lesotho, Swaziland, Mauritius, Sao Tome and Principe, Seychelles
practice quiz:
https://online.seterra.com/en/vgp/3163?c=4NRH4
blank map:
https://online.seterra.com/pdf/africa-countries.pdf
Friday, May 4 - African countries roughly above the equator
Morocco, Algeria, Tunisia, Libya, Egypt, Western Sahara, Mauritania, Mali, Niger, Chad, Sudan, South Sudan, Eritrea, Ethiopia, Djibouti, Somalia, Central African Republic, Equatorial Guinea, Cameroon, Nigeria, Benin, Togo, Ghana, Ivory Coast, Burkina Faso, Liberia, Sierra Leone, Senegal, Gambia, Guinea, Guinea-Bissau
practice quiz:
https://online.seterra.com/en/vgp/3163?c=T8489
blank map:
https://online.seterra.com/pdf/africa-countries.pdf
For Friday, April 27 - East Asia, SE Asia, and Pacific Rim
Australia, New Zealand, Vietnam, Thailand, Laos, Cambodia, Myanmar, China, Taiwan, S. Korea, N. Korea, Japan, The Philippines, Malaysia, Singapore, Mongolia, India, Nepal, Bhutan, Brunei, Bangladesh, Indonesia, East Timor, Sri Lanka, Maldives, Papua New Guinea);
practice quiz (note - Australia and New Zealand are not on the quiz so please understand where they are located in relation to Asia): https://online.seterra.com/en/vgp/3167?c=9LT2Y
For Monday, April 16
Please check your email to see if you have a message from me. Some of you have been given a permission slip that needs to be signed and turned into me. Everyone should put a little bit of time reading some of the research about your interviewee and contributing to the various documents (timeline, questions, etc).
For Thursday, April 12
Spend 20 minutes listening to one of the following raw interviews (vs. produced documentary which is what we listened to in class). Which interview you listen to is your choice. All are part of the "Right to Marry" oral history project about gay marriage.
Pay careful attention to how the interviewee conducts themselves in the interview. How do the model (or not model) what is recommended in Doing Oral History? Nothing written required, but come prepared to discuss.
Note: The audio files are quite large so I placed them in this google drive folder which you should be able to access with this link.
https://drive.google.com/drive/folders/1HuneitIM6DGlxisatze2L4Ah3gnb4oE9?usp=sharing
For Tuesday, April 10
- Spend 10 minutes googling the person you are going to interview. Note the URLs to share later with your team members.
- Spend 20 minutes continuing to read chapter 3 in, Doing Oral History. Pick up where you left off in class and continue creating your "interview tips" list. Stop after 20 minutes. Whatever you have left should be read by Wednesday.
For Monday, April 9
(1) Sign up for a training for next week.
www.SignUpGenius.com/go/4090949ADA828A6FD0-oral
If possible, Team Leaders and Interviewers for the same team should sign up for the same training. If your schedules clash or you don't know this information yet then just attend a training on your own. Note: Technician Training will take place at WILL. Ms. Schoeplein will email those students with additional information (including a permission slip).
(2) CHECK YOUR EMAIL by Sunday evening for an email from me. The email mail be sent sooner than Sunday.
(3) Permission slips due for Technicians (see email sent on 4/6).
For Wednesday, April 4:
Project reflection due (hard copy due at the start of class). Requirements: Double-space; 12 pt Times New Roman font with 1-inch margins; 1.5 - 2 pages. Do not take up several inches at the top formatting your name, period, etc. Simply writing your name in the top right hand corner is fine.
The content of your reflection:
- Spend about 2/3s of the response reflecting on what you learned doing this project. I don't want you to recap your research. Let me say that again: I don't want you to recap your research. Instead, I want to understand how what you learned impacted you personally (and why)? What aspects of the research are memorable to you and why? What are you still struggling to understand and/or would like to learn more about?
- Spend 1/3 sharing how you think you and your parter(s) worked together. What went well? What could have gone better? Was the work divided equally? If not, why not? Based on this team experience what would you do differently in the future when doing group work? Finally, what did you learn about conducting research? How did your research skills grow with this project?
For Monday, April 2:
Hard copy of annotated bibliography due at the start of class (one per group).
Presentation Rubric that Ms. Schoeplein will use for grading:
Peer Review Form (will be passed out in class, but in case you're curious):
Period 4: Government Agencies (Lillian, Andy, Dominyq)
Period 8: International Organizations (Andrew, Haley - moved to April 10)
Caribbean (Jake, Sally)
Period 6: Government Agencies (Rowan, Nadir), Africa (Lara, Stefania), Vietnam (Izzy, Andy)
Period 8:Government Agencies (Demitrius, Kiran), Vietnam (Angel, Lynette), El Salvador (Henry, Maxine)
Period 6: Caribbean (Eliza, Dina), Korea/India/China (Akhil, Jake), Middle East (Zoey, Ronan, Serenity)
Period 8: Mexico, Africa (Elias, Rithika). Middle East (Fatima, Bronwyn, Ethan)
Period 6: Mexico (Ivan, Lorenzo), DREAMERS (Amaya, Zahraa, Ariana), International Organizations (Noel, Soo, Elliott)
Period 8:China/Korea/India (Elijah, Kevin), Caribbean (Madeleine, Aakash), DREAMERS (Eve, Vivia)
- On the day your group presents you will need to turn into Ms. Schoeplein: (1) your slides (2) your script and/or notes for the presentation. One person in your group should be responsible for giving these items to me (either hard copy or electronically).
Cultural Experience Reflection Instructions (hard copy due 3/14)Project Reflection Instructions (will be posted after spring break)
For Monday, March 5
Pakistan outline map due. This was passed out in class, but it is also below.
This is an independent assignment. Please do alone.
Label the following on the map. You don't have to, but you may want to use different color pencils.
You should find your own (reliable) source to complete this assignment.
COUNTRIES (label on the map): Afghanistan, China, India, Turkmenistan, Tajikistan (you don't have to label Pakistan because I want you to put these other things on that map)
CITIES (mark with a circle and label): Karachi, Islamabad, Lahore,Mingora, Peshawar, Abbottabad, Kabul (Afghanistan), New Delhi (India)
WATERWAYS: Arabian Sea, Indus River, Swat River (draw these rivers onto the map and label them)
MOUNTAINS (label and draw /\ /\ /\ /\ ): Hindu Kush, Himalayas,
OTHER: Khyber Pass, Indus River Valley Civilization (shade this in lightly at the very end and label), Kashmir Region (shade this in lightly at the very end and label)
PROVINCE: Khyber Pakhtunkhwa (shade this in lightly at the very end and label; the "Swat Valley" is located in this Pakistani province)
Continue working on the immigration project.
For Tuesday, February 27
Read the "Project Overview" handout and the "research expectations" handout for your assigned project category. All documents are attached below. Assigned project category documents are posted as both PDF and Word documents.
We will be in the library MONDAY, TUESDAY, and WEDNESDAY this week.
For Monday, February 26
Read the "Project Overview" handout and the "research expectations" handout for your assigned project category. All documents are attached below. Assigned project category documents are posted as both PDF and Word documents. Come prepared on 2/26 to dive into research!
Immigration Project Handouts:
Project Overview (everyone - includes details about the cultural experience assignment):Library Guide (everyone)
International Organizations Research Expectations and Presentation Guidelines:
Anna/Yeowoon (Per. 4), Elliot/Soo/Noel (Per. 6), Andrew/Haley (Per. 8)
Government Agencies Research Expectations and Presentation Guidelines:
Lillian/Dominyq/Andy (Per. 4), Rowan/Nadir (Per. 6), Demitrius/Kiran (Per. 8)
DREAMERS and unaccompanied minors Research Expectations and Presentation Guidelines:
Lawrence/Ryland/Brooks (Per. 4), Ariana/Amaya/Zahraa (Per. 6), Vivia/Eve (Per. 8)
Immigrant Group Research Expectations and Presentation Guidelines:
Vietnam: Doren/Michael (Per. 4), Izzy/Andy (Per. 6), Angel/Lynette (Per. 8)
Cuba/Haiti: Jake/Sally (Per. 4), Dina/Eliza (Per. 6), Madeleine/Aakash (Per. 8)
Middle East: Cadi/Erin (Per. 4), Ronan/Serenity/Zoey (Per. 4), Ethan/Fatima/Bronwyn
El Salvador: Farah/Zhaohan (Per. 4), Maxine/Henry (Per. 8)
Africa (Sudan, Somalia, & DRC): Ryan/Alyssa (Per. 4), Lara/Stefania (Per. 6), Rithika/Elias (Per. 8)
Mexico: Ilana/Ella (Per. 4), Lorenzo/Ivan (Per. 6), Ekam/Isabel (Per. 8)
Korea, India, & China: Jonathan/Ian/Kethan (Per. 4), Jake/Akhil (Per. 6), Elijah/Kevin (Per. 8)
For Tuesday, February 20
Email me your preferred oral history project role. Please see Ms. Schoeplein's email from 2/16.
For Friday, February 16
"Middle East" Map Quiz. You will need to know the location of: Egypt, Turkey, Lebanon, Syria, Israel, Palestine (or Palestinian Territories - see note below), Jordan, Saudi Arabia, Yemen, Oman, United Arab Emirates, Qatar, Bahrain, Kuwait, Iraq, Iran, Afghanistan, Pakistan
Note - technically speaking, the region called the “Middle East” is situated in Southwest Asia (except Egypt which is located on the continent of Africa and Turkey which is mostly in SW Asia, but also partially in Europe). “The Middle East” is a term from colonial times (late 1800s). At other times in history, parts of this region have also been called "The Near East" and "The Levant,"
I have included Palestine which is not recognized as a country by the United States. However, since 2012, it has held non-member observer status with the United Nations (similar to The Holy See, or Vatican). In recent decades, the “Israeli-Palestinian Conflict” has been a major issue in U.S. foreign policy and I think it is important for you to know where it is on a map.
https://www.worldatlas.com/articles/which-countries-recognize-palestine-as-a-country.html
https://www.worldatlas.com/webimage/countrys/asia/lgcolor/palestinianlinks.htm
Palestine is included on the practice quiz, but it is not on the PDF below (I will either draw it in or ask you to do so for the quiz).
https://online.seterra.com/en/vgp/3049?c=VZB5F
A few other notes - beware of the Sinai Peninsula! It is a part of Egypt, but on a blank map it looks like it is its own country. Also note that I have included Afghanistan and Pakistan on the quiz (but they are not in white on this attached map below). They may pop up again, but I want you to understand where they are in relation to these countries. Later this spring you will be reading I Am Malala in English class. Ms. Rodems and I will be working together on this unit. Please note that countries mentioned in that book are a part of this quiz. Hopefully, when you read the book, you can picture the geography a bit better. (And, when we do that unit, we'll study the region more closely). Good luck!
For Thursday, February 15
By the time class starts on Thursday you should have finished reading Part II (pages 27 - 32) and all of Part III. Wednesday will be an in-class reading day, but whatever you don't finish is homework for Thursday.
While reading, create a timeline (list form) of any immigration/refugee legislation mentioned. Ms. Schoeplein will pass out a timeline in class as a starting point. You may use it as a model.
Note the following:
- the name of the Act
- the year it was passed
- the significance of the act (what did it do? what was the impact of the act?)
This timeline will be checked on Thursday.
The reading is attached here (and the starter timeline in case you were absent).
For Friday, February 9
The rest of Europe map quiz. Students will need to identify the following countries on the map attached below. I created a custom online map quiz for you, too. Countries on the quiz: Albania, Austria, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Estonia, Greece, Hungary, Kosovo, Latvia, Lithuania, Macedonia, Malta, Moldova, Montenegro, Poland, Romania, Serbia, Slovakia, Slovenia, Ukraine, Russia, and Turkey. Note: Geographically speaking, Russia and Turkey are mostly in Asia. But, a part of both countries lie in Europe. When you study European history Russia and Turkey will come up so please go ahead and learn their location for this quiz. They may also appear on a later quiz.
https://online.seterra.com/en/vgp/3007?c=7ZWS4
For Thursday, February 8
Read the attached CHOICES reading starting with THE COLD WAR (page 22) and ending on page 28 before "Immigration in a Diversifying United States". No written work required, but make sure you bring your study guide to class (we will work on it together on Wednesday). Note: The study guide can be found on the reverse side of the study guide you did last week. There will be no homework for Thursday.
For Wednesday, February 7 (optional)
Check out the websites above (see top of this page) to look at photos from Japanese internment camps.
For Tuesday, February 6
Read the following excerpt from Farewell to Manzanar, Jeanne Wakatsuki Houston's memoir about her experience in a Japanese internment camp. We will be discussing it in class on Tuesday. You may want to keep a list in your notes of questions you have or things you find interesting so we can have a good discussion. Update: You may stop at page 19 and I will give you 12 minutes in class tomorrow tomorrow to read the rest. If you think you will need more than 10 minutes please read a bit more this evening.
Farewell to Manzanar excerpt:
For Monday, February 5
(1) Watch fifteen minutes of the Jewish-American Experience video to learn more about FDR's decision to establish the War Refugee Board (and the scandal at the State Department which had been denying Jewish visas). Specifically, watch from minutes 1:31:28 to 1:46:37. Video link: https://www.youtube.com/watch?v=C73ef5agnPA
Note: You may wish to watch more beyond what I indicated above, but I do caution you that there are difficult images from the concentration camps starting around 1:47:20.
(2) Time for some hopeful stories! "... we must know these good people who helped Jews during the Holocaust. We must learn from them, and in gratitude and hope, we must remember them." Elie Wiesel (Noble Peace Prize winner, author, and Auschwitz survivor).
Read the two attached PDF stories of every day people who helped rescue Jews. No written work required.
Period 6: We did not finish watching the two minute clip of the video at Auschwitz. If you want to see it you may view it here:
https://www.ushmm.org/wlc/en/media_fi.php?ModuleId=10005145&MediaId=238
For Friday, February 2
Western Europe map quiz. (For your sanity, we will do Western Europe on 2/2 and Eastern Europe on 2/9). Students will need to identify the following countries on the map attached below: Andorra, Belgium, Denmark, Finland, France, Germany, Iceland, Ireland, Italy, Liechtenstein, Luxembourg, Monaco, Netherlands, Norway, Portugal, San Marino, Spain, Sweden, Switzerland, United Kingdom, and Vatican City.
Students may wish to practice using this hard copy map and/or online tools such as:
https://online.seterra.com/en/vgp/3007?c=AGRSA
For Wednesday, January 31
We will be talking about the St. Louis on Wednesday. To prepare for class please read the following article from the United States Holocaust Memorial Museum. While reading the article keep a running list in your class notes of "Reasons Cuba and the United States did not accept the St. Louis Refugees." These will not be turned in (but I will spot check them in class) so you can just keep them as part of your notes for this unit.
https://www.ushmm.org/wlc/en/article.php?ModuleId=10005267
http://archives.jdc.org/wp-content/uploads/2017/02/stlouis_mapshowingvoyage.pdf
For Monday, January 29
Read the attached CHOICES reading and stop at THE COLD WAR (page 22). Also, complete questions 1 - 5 on the study guide passed out in class (virtual copy also attached below). You should answer these questions on your own (i.e. don't work with others on it).
For Friday, January 26
South America map quiz. Students will need to identify all countries on the map attached below. Students may wish to practice using this hard copy map and/or online tools such as:
https://online.seterra.com/en/vgp/3016
For Tuesday, January 23 (change! you have an extra day)
Interview assignment reflection due.
For Friday, January 19
North America and Central America map quiz PLUS the following Caribbean island countries: Cuba, Haiti, Dominican Republic, and the U.S. territory Puerto Rico. Students will need to identify all countries on the map attached below. Students may wish to practice using this hard copy map and/or online tools such as:
https://online.seterra.com/en/vgp/3015
For Tuesday, January 16
Come to class prepared to share information about where your relatives/ancestors came from before coming to what is now the United States (including forced migration). Try to also find out why they came here. Some of you may have American Indians in your family history. If this is true for you, try to find out where those ancestors lived (geographically). If your family has come to the United States fairly recently I encourage you to find out if there had been any movement within the home country or region before coming to the United States. (For example, your mom may be from Mexico City, Mexico, but her father may be from Guatemala and her mother may have been from a different part of Mexico - why did they move to Mexico City?)
You do not need to do extensive research for this assignment. You may wish to talk to family members to learn what they know. It is possible that there is very little information (or more information about one branch of your family). Just do you best.
For Friday, January 12
U.S. map quiz (15 minutes). Students will need to identify all 50 states and the District of Columbia on the U.S. map attached below. Students may wish to practice using this hard copy map and/or online tools such as:
https://online.seterra.com/en/vgp/3003
https://www.sporcle.com/games/Matt/find_the_states
For Thursday, January 11
Read the attached document for class on Thursday. You will have some time in class on Wednesday to read it, but whatever you don't finish will be homework. We will be doing another CHOICES unit - this one is called "Immigration and the U.S. Policy Debate." This reading cover U.S. immigration history through WWI. You do not need to so any written work for Thursday - only reading.
For Thursday, December 21 - by noon
All students must complete the following survey about Model Congress by noon on Thursday, December 21. The survey will count for 15 points and will be graded in the following way:
15/15 if completed on time and with thoughtful answers for most questions (A)
13/15 if completed on time, but with so-so answers (B)
0/15 if not completed on time (F)
For Monday, December 18
There will be a twenty-minute QUIZ on Monday, 12/18 about How A Bill Becomes a Law.
On the quiz, I will be asking you to flowchart the process as well as some questions about the process. I advise you to not just memorize the process, but to understand it. Our simulation should be helpful since you followed this process in class.
I want you to know the following:
The bill needs to go through both the House and Senate. It can do so at the same time, but more than likely the timelines don't totally match up. When the bill goes to the other chamber, it must go through the same steps as above. If it passes the floor in the other chamber and the bill is different then it needs to go to a conference committee (made up of House and Senate members of both parties) for one bill to be created.
Other things to know for the quiz:
- the majority party also chairs the committees and more people on the committee
- a simple majority is needed on committee and on the floor to advance the bill
- while the Republican currently controls the White House, Senate, and House of Representatives that does not have to be the case.
- the bills we passed are called authorization bills which authorize the bill's idea; the actual funding of the bill happens in the appropriations process
Here is the flowchart I passed out in class although note that I am asking you to know a bit more than what is on the flowchart (see above).
Extra info that may be interesting or came up in class today, but won't be on the quiz:
- For the purposes of the quiz, I want you to learn the conference committee step above - the idea that a committee is formed of members from the House and Senate of different parties to come up with a final bill. However, here is a video about "what really happens." THIS WILL NOT BE ON THE QUIZ, but you may find it interesting. When you click on the link scroll down in the article to the embedded video where it says:
"Watch David Hawkings’ Whiteboard: How Two Bills Become One Law"https://www.rollcall.com/news/politics/tax-deal-emerge-conference-convenes
- In Period 4 Ryland asked me about the election of the Speaker of the House. I probably should have let everyone vote on the Speaker. I'm sorry. The Speaker is usually the majority party which is why I did it this way. According to the Office of the Clerk of the U.S. House of Representatives' Frequently Asked Questions page:
"2. How is the Speaker of the House elected?Article I, Section 2 of the U.S. Constitution states, "The House of Representatives shall chuse their Speaker and other Officers."
Although the Constitution does not require the Speaker to be a Member of the House, all Speakers have been Members.
When a Congress convenes for the first time, each major party conference or caucus nominates a candidate for Speaker. Members customarily elect the Speaker by roll call vote. A Member usually votes for the candidate from his or her own party conference or caucus but can vote for anyone, whether that person has been nominated or not.
To be elected, a candidate must receive an absolute majority of the votes cast—which may be less than a majority of the full House because of vacancies, absentee Members, or Members who vote "present." If no candidate receives the majority of votes, the roll call is repeated until a majority is reached and the Speaker is elected.
View historical facts about Speakers of the House.
For more information on the current Speaker, visit the Speaker’s website."
For Monday, December 11
Students should read the email from Ms. Schoeplein titled "Model Congress Floor Debate Directions" sent on 12/8 and come prepared to class on Monday ready to do floor debates.
- This means if your bill passed committee you need to know your bill very well (including approved amendments) because your classmates will only be listening to your bill. They will not be reading your bill (we won't be using laptops).
- Please remember that you will have a participation grade for Model Congress. My expectation is that you will be focused, an active listener, and participate.
Model Congress leaders have some additional work to do before Monday. Please see my 12/8 email to you.
For Wednesday, December 6
Final Bill DUE. The following was shared in an email, but here it is again.
This is how we’re going to turn bills in tomorrow.
On Wednesday, we will also have our political our party caucuses (meetings).
Democrats and Republicans – You will need to select your leadership during this meeting. I encourage you to consider running for a leadership position. It means that you will help run the Model Congress. We will be selecting the following leaders. If you decide to run you will be asked to give a 2-3 minute speech (either spontaneous or prepared) about what your leadership style will be and why your classmates should vote for you.
DEMOCRATS
- Speaker of the House – the Speaker will be the top student leader of the simulation. He/she will work closely with Ms. Schoeplein to run the Model Congress.
- Majority Leader – this student will assist the Speaker of the House and will help with party strategy.
- Majority Whip – this student will assist the Speaker of the House and will help with party strategy.
REPUBLICANS- Minority Leader – this student will be the top leader for the minority party.
- Minority Whip – this student will assist the Minority Leader and will help with party strategy.
Independents – you will need to decide who you’d like to caucus with although it will be up to that party to decide whether or not you can participate in the meeting. However, you may not run for a leadership position.Good luck!
Ms. Schoeplein
For Monday, December 4
Draft bill due. Bring a hard copy to class of your draft bill. You will receive a completion grade for having a draft bill. Any homework not printed out by the time the bell rings indicating the start of class will lose points.
OPTIONAL: Would you like to meet with me one-on-one to discuss your bill before it’s due next Wednesday? If so, please sign up for a time slot:
Bill instructions, template, and sample may be found on the library project page
END NOTE INSTRUCTIONS:
To cite something use the "References" tab in WORD and then click on "Insert Endnote." You should do this at the end of a sentence right after the period. It will take you to an end note section where you should then create your citation using MLA formatting.
For Monday, November 20
Complete the Congressional District Analysis worksheet. Print out and bring to class.
For Thursday, November 16
For Wednesday your assignment is to learn about your political party. See specific instructions below. And, this power point reminds you of your party assignment.
Democrats (and Independents caucusing with Democrats):
1. Read the preamble of the Democratic Party platform (page 1 - 3)
http://s3.amazonaws.com/uploads.democrats.org/Downloads/2016_DNC_Platform.pdf
2. Skim the table of contents and identify two topics in the platform that interests you. Read further about these issues.
Come to class prepared to discuss the following:
What did you learn about the values of your party? What is important to your party according to the platform? What did you learn about the issues you focused on and the Democratic Party's stance on these issues?
Republicans
1. Read the preamble of the Republic Party Platform (pages i-ii)
Go to this website and click on full party platform to read the platform.
https://www.gop.com/the-2016-republican-party-platform/
2. Skim the table of contents (page iii) and identify one topic in the platform that interests you. Read further about that topic.
Come to class prepared to discuss the following:
What did you learn about the values of your party? What is important to your party according to the platform? What did you learn about the issue you focused on and the Republican Party's stance on these issues?
School House Rocks: I'm Just A Bill
Plagiarism Video by Bainbridge State College
Harvard Guide to Using Sources: What Constitutes Plagiarism?
Model Congress Power Points:
11/15/17
For Wednesday, November 15
Fill out the Model Congress Student Survey BEFORE 9 am on 11/15. Do not take the survey until after class on Tuesday (please wait for instructions). I also ask that students consider representing a view point other than their own. Not everyone needs to do this, but it will be a more interesting simulation if we have a balanced Congress.
Period 4
Period 6
Period 8
Optional reading: "A Learning Secret: Don't Take Notes with a Laptop" in Scientific American
For Tuesday, November 14
Finish and bring in the unit evaluation (passed out in class after the test).
For Monday, November 13
BILL OF RIGHTS TEST
What do I need to study?
- Students should know amendments 1-10 of the Bill of Rights. You will not need to write the amendments word for word, but you should recognize them and be able to understand what topics are covered by which amendment.
- Students should also be familiar with the following vocabulary
I would also like you to know the outcome/significance of the following cases. The dates are only provided to give historical context. You are not expected to memorize the dates. You are also not expected to memorize the nitty gritty details of the case. Know the basic outline of the case (ex. a man, protesting United States policies, burned a flag and was arrested. Is it constitutional to burn an American flag? The court ruled that flag burning is protected as free speech under the first amendment).
I recommend using www.oyez.org to brush up on the cases.
For Thursday, November 9
Read the following article from Time magazine. It may not seem related to the Bill of Rights, but on Thursday we will be looking at cases involving juveniles so I want you to know a bit about the teenage brain. You only need to read; no written work is required.
For Wednesday, November 8
In preparation for our discussion about the 2nd amendment, read the attached report from the Pew Research Center about public opinion and gun policy. This report is from August 2016 and focuses on Trump and Clinton supporters. While it is over a year old, it is a good snapshot of the different views Americans hold.
Note two statistics that you found interesting. Jot these down.
Be ready to share and to explain why you chose those statistics in class on Wednesday. You do not need to write your explanation down unless you're worried you'll forget.
For Thursday, November 2
Read the opinion piece "Living with the Surveillance State" by Bill Keller published on June 16, 2013 in the New York Times (posted below).
This opinion piece is written after Americans learned that following 9/11 the National Security Agency created a wide scale global surveillance programs using search and seizure strategies which many people believe were constitutionally questionable. The American people learned about the NSA surveillance program in 2013 after an American man named Edward Snowden leaked classified information about the program and shared documents with news agencies (documents he was unauthorized to share). Snowden has been charged with stealing government information and with violating the Espionage Act. He is now seeking political asylum in Russia. Some people consider Snowden a Hero and others a Villain.
This article was written soon after Snowden leaked the information and it became public. It is less about Snowden's actions (you can find plenty of articles about that on the Internet) and more about the information he leaked. In the article, there may be some words or concepts in this reading that you don't understand. Please note those things and we can go over them tomorrow.
Assignment:
After reading the article, write down (handwritten or typed) answers to these questions for Thursday's class.
Note - extra day added for in-class work!
For Thursday, October 26, Friday, October 27 and Monday, October 30
For Thursday - spend 30 minutes on your own learning about your case.
For Friday and Monday -
Each group will have ten minutes to teach their classmates about your assigned case. You may decide HOW you teach your classmates, but you must be sure to include the following:
- The facts of the case.
- Any historical context that would be useful to understand.
- The question before the court.
- The court's decision.
- The significance of the case. Why should we care?
- An opportunity to discuss the case.
Guidelines for the presentation:
- each group member must participate
- you should provide some opportunity for your classmates to weigh in about the case (HOW you do this is up to you)
- you should be engaging (project your voice; make eye contact; be confident about the information you're sharing)
- If you decide to use the projector (although this is not required) your slides should have minimal words (slides should be used to enhance your presentation, NOT as a place to put all of your notes for you to then read to us)
Suggested resources (although you may use other resources as well)
http://www.oyez.com
http://www.uscourts.gov/about-federal-courts/educational-resources/supreme-court-landmarks
https://www.law.cornell.edu
https://billofrightsinstitute.org
https://www.library.illinois.edu/uni/
It is recommended that you read some of the majority opinion and dissenting opinion to better understand the case. You may want to select a few quotes from the opinions to share with your classmates.
Tuesday: work day (please use your in class time well)
Wed - no school
Thursday: work day
Friday: student-led lessons
Period 4: Erin, Doren, Ryan, Zhaohan, Brooks, Michael, Andy, Kethan, Sally, Yeowoon, Ian
Period 6: Ronan, Jake, Ivan, Eliza, Zoey, Lara, Amaya, Nadir, Serenity, Soo
Period 8: Fatima, Haley, Isabel, Kevin, Aakash, Elijah, Madeleine, Ethan, Ekam
Monday: student-led lessons
Period 4: Ryland, Dominyq, Farah, Alyssa, Ilana, Jake, Lillian, Anna, Cadi, Ella, Lawrence,Jonathan
Period 6: Elliot, Akhil, Izzy, Dina, Noel, Ariana, Zahraa, Stefania, Rowan, Andy, Lorenzo
Period 8:Vivia, Andrew, Rithika, Maxine, Lynette, Kiran, Elias, Demetrius, Henry, Angel, Eve, Bronwyn
Due on Monday:
Turn in a hard copy annotated bibliography (MLA format; submit one per group). The bibliography should be in alphabetical order. After each entry write 2-5 sentences about the source (this is the "annotation" part; annotation means a note of explanation).
Your annotation should focus on:
- How did you use this source? What information did you glean from it?
- Why did you decide the information in the source is reliable?
For Monday, October 23
1. Choose a religious liberty case from this list that interests you. Make sure that it is one that we did not talk about in class today (as a reminder, those cases are below).
https://billofrightsinstitute.org/cases/
2. Go to the following website to learn more about your case (put the name of the case in the search bar and the year to get the correct case; for example put "Reynolds v. United States 1879" in the search bar if that is the case you chose. Make sure when the search items come up that you choose the correct case and year!
https://www.oyez.org
3. Write down the following:
- In your own words, summarize the facts of the case.
- Quote the question before the court.
- In your own words, summarize the decision.
- Provide the vote.
- Write a few sentences about why this case interested you (why did you choose it?). What did you think about the outcome? What are you curious about?
In class we considered the following cases (so don't choose these): Engle v. Vitale, Lemon v. Kurtzman, Wisconsin v. Yoder, Thornton v. Caldor, Edwards v. Aguillard, BOE of Westside v. Mergens, Employment Division v. Smith,
Periods 6 and 8 also did: Santa Fe v. Doe, McCreary County v. ACLU (so Period 4 may choose these cases for homework if you wish)
For Thursday, October 12
Constitutional Scavenger Hunt due.
The expectation is that you are ONLY CONSULTING the Constitution of 1787 as a source for completing this scavenger hunt. You may also talk to me if you have any questions. Please don't google looking for the answers. We are practicing working with primary sources. I know primary sources are challenging, but that is part of the point. I have the Constitution I want you to consult linked below and I have copies in class.
You may, from time to time, have time in class to work on it. But, you will probably need to work on it outside of class as well. If you want, you may work on it with one other person outside of class (and they don't need to be your in class partner).
Here is an electronic version of the Constitution of 1787 to help you:
https://www.archives.gov/founding-docs/constitution-transcript
For Tuesday, October 10
Simulation day! Come prepared!
- Come prepared and ready to go!
- Your prep sheet will be collected at the end of Tuesday's class.
- Everyone must have one prop (your choice).
Simulation Timeline:
5 minutes (set up and get food)
3-5 min Option Group One states their case
5 min Questions from concerned citizens
3-5 min Option Group Two states their case
5 min Questions from concerned citizens
3-5 min Option Group Three states their case
5 min Questions from concerned citizens
10 min Free debate: groups may address each other
THANK YOU to the following students for signing up to bring food/drink. I will make sure we have cups and napkins. You may drop your items off by my office (214) on Tuesday morning if you don't want to keep it in your locker. If I am not there just leave it on my desk. My desk is the one with the red chair right when you open the door. Please somehow put your name on it so I know which period it is for.
Period 4: Dominyq, Erin, Ella, Yeowoon, Lillian
Period 6: Akhil, Elliot, Isabel, Ariana, Stefania, Serenity, Lara, Jake, Zahraa, Amaya, Nadir
Period 8: Kevin, Isabel, Elias, Eve, Bronwyn, Madeleine, Aakash, Andrew, Rithika, Haley (maybes include Angel, Maxine, Fatima, Demetrius, Vivia, Ekam - although we have plenty of people bringing things so maybe bring something another time? It's up to you)
For Monday, October 9
Finish your preparation sheet for the simulation. Do not spend more than thirty minutes on this at home. If it is not 100% completed by class on Monday that is okay, but please get as far as you can get. Monday will also be a prep day in class and option groups will collaborate about their position.
OR, if you finished your simulation prep sheet in class, you may want to work a bit on the Constitution Scavenger hunt this weekend (due on Thursday).
For Wednesday, October 4
Read the attached reading (all of it) and do your assigned questions on the "Advanced Study Guide" (passed out in class on Monday AND on it is the last page of this document).
Everyone should do question #1 plus the following assigned questions:
Questions 2 and 4:
Period 4: Illana, Jake, Ian, Farah, Alyssa, Ryland, Sally, Ella, Cadi, Dominyq, Doren
Period 6: Jake, Noel, Lara, Serenity, Isabel, Andy, Ariana, Dina, Stefania, Elliot
Period 8: Lynette, Haley, Henry, Eve, Aakash, Ethan, Madeleine, Kevin, Isabel, Demetrius
Questions 3 and 5:
Period 4: Brooks, Zhaohan, Michael, Jonathan, Lillian, Lawrence, Kethan, Andy Yeowoon, Anna, Ryan, Erin
Period 6: Ivan, Eliza, Soo, Amaya, Zahraa, Lorenzo, Ronan, Rowan, Akhil, Nadir, Zoey
Period 8: Bronwyn, Kiran, Elijah, Vivia, Andrew, Angel, Elias, Fatima, Maxine, Ekam, Rithika
For Monday, October 2
We will be starting a new unit on the Constitution and the Bill of Rights.
For Monday, read the attached reading (all of it) and do your assigned questions on the "Advanced Study Guide" (passed out in class AND on it is the last page of this document).
Assigned Questions for the Advanced Study Guide (this means you only need to do these questions for Monday):
Questions 1 and 6:
Period 4: Ilana, Jake, Ian, Farah, Alyssa, Ryland, Sally
Period 6: Jake, Noel, Lara, Serenity, Isabel, Andy, Ariana
Period 8: Lynette, Haley, Henry, Eve, Aakash, Ethan, Madeleine
Questions 2 and 4:
Period 4: Ella, Cadi, Dominyq, Doren, Brooks, Zhaohan, Michael, Jonathan
Period 6: Rowan, Akhil, Nadir, Zoey, Dina, Stefania, Elliot
Period 8: Fatima, Maxine, Ekam, Rithika, Kevin, Isabel, Demetrius
Questions 3 and 5:
Period 4: Lillian, Lawrence, Kethan, Andy, Yeowoon, Anna, Ryan, Erin
Period 6: Ivan, Eliza, Soo, Amaya, Zahraa, Lorenzo, Ronan
Period 8: Bronwyn, Kiran, Elijah, Vivia, Andrew, Angel, Elias
For Thursday, September 28
Complete the Media Bias Assignment begun in class today. Come prepared to discuss and hand in for grading.
For Wednesday, September 27
1. Go to the website: https://www.allsides.com/
2. Choose an issue that interests you (either from the homepage or using the search function).
3. Read a LEFT, CENTER, and RIGHT article about the issue. Make a note to yourself which three articles you read so you can easily access them in class on Wednesday for the next part of the assignment.
We will be using laptops this week so please be sure your has enough juice by the time class meets. Of course, you may also plug it in.
For Monday, September 241) Spend some time this weekend looking at a news source of your choice. Note what current events interest you. Why?
2) How have your teachers in the past done current events successfully (or unsuccessfully) in the classroom? Come to class with some ideas about how we could do current events. Everyone will be asked to share one idea with Ms. Schoeplein.
You do not need to write anything down, but if you're worried you may forget this information by the time class meets then jot a few notes to yourself on pen and paper.
If you were absent for any of the days we looked at media milestones here is the Power Point. I encourage you to look at it, but there is no need to take notes. We will be doing an assignment next week for this unit vs. a quiz or test.
For Thursday, September 21
Spend some time on the Pew Research Center's "Where News Audiences Fit on the Political Spectrum" website:
http://www.journalism.org/interactives/media-polarization/
Use the interactive data bars on the left to explore the data (choose a media source from the drop down menu of the left and explore the audience profile).
Be ready to discuss in class on Thursday something that you found interesting (if I call on you, what will you say?). And, of course, be sure to be able to explain WHY it was of interest to you. No written work required.
For Tuesday, September 19
Uni History Project Reflection
Write a thoughtful, specific reflection to each of the following questions. A quality reflection should take at least thirty minutes to write.
Format:
Questions:
1. For this project, you did research and presented on a specific era in Uni’s history. You also sat through presentations about other time periods. For you personally, what stands out about Uni’s 96 year history? What did you find interesting and why?
2. What primary sources did you consult for this project? (You don’t have to give a formal citation, but be sure to list everything you looked – for example: yearbooks, Gargoyles, newspaper clipping, etc).
3. What did you learn about primary source research? What are the opportunities? What are the challenges?
4. You have now been a Uni student for five weeks. What do you like about your Uni experience? What are you finding challenging?
For Thursday, September 14 and Friday, September 15
Uni History Project Presentations will take place in class on these dates.
1920s, 1930s, 1940s, 1950s, 1960s will go on Thursday.
1970s, 1980-1995, and 1995-2010 will go on Friday.
Your next homework assignment will not be due until Tuesday, September 19. It will be explained in class on Friday.
For Tuesday, September 12th
Uni Archive Project NOTE GUIDE is due. Full instructions may be found on the NOTE GUIDE.
On Tuesday, bring a HARD COPY to class (that means if you decide to type you need to print it out BEFORE class begins). You will have time in class on 9/7, 9/8, and 9/11 to work on this note guide as well as three nights of homework time (I am counting the weekend – Fri, Sat, and Sun - as one night).
==
For Thursday, September 7th
STEP ONE of the Uni Archives Project:
Sketch out a timeline for your decade drawing on information mentioned on the Uni website (except for sections V and IX): http://www.uni.illinois.edu/about_uni/preface.shtml
NOTE: I am still requiring Section IV "early school administrators" because it mentions a lot of Uni curriculum milestones. You DO NOT need to keep track of specific administrators (principals/directors) on your timeline. Instead, please skim this section for other important information (curriculum, school clubs, etc) to include on your timeline.
Some things mentioned in the history span more than one decade or are vaguely referred to as "in the 70s." When this happens please fine a way to note it on your timeline even though you don't have an exact date.
I recommend that you start by skimming the website (which you should have already read for homework last week) and noting each time your decade is mentioned and why. Then create your timeline (for example 1920-1929) and plot and label the different years you have information for in chronological order (you "label" should just be a brief summary of what happened of importance during that year).
This timeline does not need to be beautiful, but you do need to be able to read it easily. It should give you a sense of a few things that happened during your time period.
Instructions for the entire project (handed out in class) may be found here:
For Tuesday, September 5th
1. Read section VIII-IX (8-9) of Uni's history.http://www.uni.illinois.edu/about_uni/preface.shtml
2. Spend 30 minutes looking at a Uni yearbook and answering these questions (more instructions are on the attached sheet). The website you will be using for the yearbook assignment is this website. It has PDFs of scanned yearbooks from 1928-2010.
http://libsysdigi.library.illinois.edu/ilharvest/UniHighYearbook/Books2012-11/1893382/
Cross country runners who missed class on Thursday: all you need to do is this homework for Tuesday. You don't need to make up any other work.
For Thursday, August 31
For class on Thursday, read section IV "Early School Administrators," section V "Recent Administrators," section VI m"Shifting Student Profiles, Programs," and VII "Some Uni Traditions" from the following secondary source about Uni's history:
http://www.uni.illinois.edu/about_uni/preface.shtml
For Wednesday, August 30
Our next mini unit will be looking at Uni's history.
For class on Wednesday, read section I ("Prep School Origins"), section II ("The Uni High Era Begins") , and section III ("The Best Laid Plans") from the following secondary source about Uni's history:
http://www.uni.illinois.edu/about_uni/preface.shtml
Note: any time there is reading, but no written work there is the possibility of a reading quiz. This quiz is not meant to be hard - it should be easy to do if you did the reading. No additional studying is required beyond reading what I've asked you to read.
For Monday, August 28
Read the source you have been assigned (passed out in class). Answer the following:
1- UNDERSTANDING THE AUTHOR'S POSITION: In your own words, what is the author's position on whether or not confederate monuments should be removed?
2. UNDERSTANDING THE AUTHOR'S ARGUMENT: Create a chart of the reasons why the author think what he/she thinks. See below.
For Friday, August 25
Finish the free write we began in class. It should be about 3/4 to one page single spaced. Make sure your name and period are in the top right hand corner. Print out and bring to class on Friday. You may also hand write the assignment.
Prompt:
Based upon your responses to the issues on the worksheet, what conclusions can you draw about who and what have been the specific “agents of political socialization” in your life so far? Why do you think these agents have been influential (be specific). Are you a “black sheep” in any way and, if yes, how did you form these different beliefs and values? Of the issues we’ve talked about what is an issue you’re conflicted about? Why? Can you identify the viewpoints that are clashing? Did anything surprise you about this exercise? If so, what and why?
For Wednesday, August 23
Thoughtfully fill out this personal information sheet (attached below) for me and turn it in on Wednesday. You may either print it out and hand write it or you may type it (and then print it out). I will also have hard copies in class on Tuesday if you want to get a blank copy from me. Note: This information will be held in confidence. It is only intended for me. Thank you!
For Monday, August 21
Read this "Eclipse History" article on the NASA website and come prepared to discuss in class (note: this article ends with the photo of Einstein and Eddington on the bench). You DO NOT need to print out the article or write anything. Just read it!For Friday, August 18
Current Events Assignment:Choose one of the following national newspapers:
www.washingtonpost.com
www.nytimes.com
- Go to their home page.
- Read 2-3 articles that catch your eye.
- Choose the article you find the most interesting.
- Print out the article.
- Re-read it. While you are reading it underline the information you find especially interesting and highlight the information you don't quite understand.
- Afterwards, write a ½ page response (typed or handwritten and if typed please make it single spaced) which includes the following:
- Print out your response and bring it into class on Friday. Be sure your name and period are on the top right corner and staple your article to the response.
Social Studies Ms. Schoeplein
We, the Intro to Social Studies classroom community, commit to the following classroom culture so that we can all learn (and survive and be happy):
- Be nice - Listen to all perspectives – especially those that are different from yours
- Come prepared to class - Be inclusive – especially when doing group work
- Ask questions - Respect our time together (be on time, dismiss at the bell or very soon after)
- Focus on Intro to Social Studies work (and avoid distractions)
- Always try your best - Engage, but be mindful of interrupting, talking too much, and talking too little – find a balance so we can hear all voices
- Be open minded - Be safe
- Communicate with each other – especially expectations (teacher) and especially when we don’t understand or when we have concerns (students)
- Have fun
Photography and Oral History Resources - Immigration History Unit
Children of Immigrants - New York Times:
https://www.nytimes.com/interactive/2014/09/21/opinion/sunday/exposures-children-immigrant.html
Japanese Internment Camps:
https://calisphere.org/exhibitions/64/jarda-people/
http://www.loc.gov/pictures/search/?st=grid&co=manz
http://storied.illinois.edu/exposing-history/
Ellis Island: https://publicdomainreview.org/collections/portraits-of-ellis-island-immigrants/
Angel Island: https://www.aiisf.org/immigrant-voices/stories-by-author/1035-the-angel-island-stories-of-dep-and-joy-chan/